Background: To successfully deliver pharmacy services, pharmacists and technicians need to work as a team and have effective communication. Objectives: To measure the amount of communication between community pharmacists and their technicians during monthly blood pressure (BP) clinics. Methods: Cross-sectional survey method was used to assess the amount of communication pharmacists and technicians had on each task. Study participants were pharmacist-technician pairs (teams) from 10 intervention community pharmacies in the Team Education and Adherence Monitoring (TEAM) trial. Each team provided services designed to improve BP among hypertensive African American patients. Thirteen specific tasks were identified as essential in providing monthly BP clinics, and they were being performed by either the pharmacist or technician. At the end of the trial, each pharmacist and technician were asked to report his/her perception of discussion levels that occurred for each task. The level of team communication was summarized for each task (task-specific) and for each team (team-specific). Results: For task-specific communication, 3 teams had communication regarding pharmacist tasks and 5 teams engaged in communication for technician tasks. More communication was reported for newly developed technician tasks in the BP clinic. For team-specific communication, 2 teams reported no communication on any task, and another 2 teams reported having communication on all the tasks. Overall, pharmacy teams showed different levels of communication in this study. Conclusion: The amounts of communication between pharmacists and technicians were found to vary for different tasks and teams. This suggests that the nature of tasks and the unique dynamics existing in each pharmacy team could influence pharmacist-technician communication.
Background: Student-pharmacists forced into remote-learning by the COVID-19 pandemic participated in a Virtual Mock Trial (VMT). Objectives: Feasibility of VMTs was assessed by evaluating student VMT performance, student perceptions on technology and overall experiences. Methods: The VMT was implemented via video conferencing technology in April 2020. Faculty-judges and student-jurors observed/rated student performance using pre-established rubrics. A post-VMT survey was administered electronically. Descriptive analyses were performed, and Wilcoxon-Mann-Whitney tests were conducted to compare programmes. Results: Forty-six students from Programme A (East Coast, USA) and 89 from Programme B (West Coast, USA) participated in the VMTs. The faculty-judges’ evaluation scores for student performance ranged from 85.0% to 96.7%, while the student-jurors’ evaluation scores ranged from 68.3% to 100%. Student perceptions on the four categories regarding technology use all had means > 5 on a 7-Point Likert Scale. More than 79.0% of students rated their VMT experience positively (i.e. 6 or 7). Conclusions: VMT is feasible for the current pandemic remote-learning environment, and it could be replicated in other pharmacy or healthcare programmes to enrich students' active learning in virtual education.
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